TEACHERS IN INITIAL FORMATION AND SUPERVISED CURRICULAR INTERNSHIP IN TEACHER FORMATION COURSE IN CHEMISTRY: PERCEPTIONS IN STUDENTS WHO WILL GRADUATE

• Autor(a) principal: Silva, Wanderson Diogo Andrade da
• Data de Publicação: 2021
• Outros Autores: Freitas, Bruno Miranda, Carneiro, Claudia Christina Bravo e Sá, Costa, Elisangela André da Silva
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12034
• topic: Enseñando; Pasantía supervisada; Graduación de Química; Docência; Estágio Curricular Supervisionado; Licenciatura em Química; Teaching; Supervised curricular internship; Teacher formation course in Chemistry

This study aims to analyze the perception of students about the Supervised Curricular Internship in the Teacher formation course in Chemistry, based on their experiences, and discuss the internship as a theoretical-practical space and for reflection on teaching. Based on the reflection on the internship the criticism of the reductionist understanding of this as the time of practice, a qualitative-descriptive study was developed, having as a locus the teacher formation course in Chemistry of a federal institution of higher education in the interior of the state of Ceará, Brazil, with the participation of three undergraduate students who answered five subjective questions about the internship, the answers being analyzed from their meanings and senses. The results indicate in the investigated context the predominance of internships as bureaucratic practice, imitation of models distant from the reflexive-investigative perspective, as well as the critical view of the undergraduate students about the limits of this formative perspective. However, even in the face of the adversities experienced during the internship, students perceive it as an important formative moment for their initial formation.